If we succeed in working out the so-called rural problem of our country, in maintaining a high standard of agricultural population and rural life, the rural high school must be an important factor in our problem. For the children of our farms need and must have an education reaching beyond that of the elementary school. And this schooling must prepare them to find the most satisfactory and successful type of life on the farm, instead of drawing them away from the farm. It goes without saying that the rural high school should be an agricultural high school. This does not mean that it shall devote itself exclusively to teaching agriculture; but rather that, while it offers a broad range of culture and information, it shall emphasize those phases of subject-matter that will best fit into the interests and activities of farm life, instead of those phases that tend to lead toward the city or the market-place. Its four years of work must be fully equal to that of the best town or city high schools, but must in some degree be different work. It must result in _efficiency_, and efficiency here must relate itself to agricultural life and pursuits. A detailed discussion of the rural high school curriculum will not be required. The principles already suggested as applying to the elementary school will govern here as well. The studies must cultivate breadth of view and a wide range of interests, and must at the same time bear upon the immediate life and experience of the pupils. The lines of study begun in the elementary school will be continued, with the purpose of securing deeper insight, more detailed knowledge, and greater independence of judgment and action. English should form an important part of the curriculum, with the double aim of securing facility in the use of the mother tongue and of developing a love for its literature. The rural high school graduate should be able to write English correctly as to spelling, punctuation, and grammar; he should be able to express himself effectively, either in writing, conversation, or the more formal speech of the rostrum. Above all, he should be an enthusiastic and discriminating reader, with a catholicity of taste and interest that will lead him beyond the agricultural journal and newspaper, important as these are, to the works of fiction, material and social science, travel and biography, current magazines and journals, and whatever else belongs to the intellectual life of an intelligent, educated man of affairs. This is asking more than is being accomplished at present by the course in English in the town high school, but not more than is easily within the range of possibility. The average high school graduate of to-day cannot always spell and punctuate correctly, and commonly cannot write well even an ordinary business letter; nor, it must be feared, has his study of literature had a very great influence in developing him into a good reader of worthy books.